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X^^Rsati. / in the College Of*Eduoa Tion of the T&Iiversity of Arizona

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X^^Rsati. / in the College Of*Eduoa Tion of the T&Iiversity of Arizona Responsibility of the home and the school for developing correct home ideals Item Type text; Thesis-Reproduction (electronic) Authors Wallace, Lunah Ward Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 14:33:48 Link to Item http://hdl.handle.net/10150/553114 RESPONSIBILITY OP THE HOME AMD THE SCHOOL FCB LEVEL OPING CORRECT HOK IDEALS . Lunch Ward Wallace Submitted in Partial Fulfillment of the Requirements f or the Degree of / v'/'" 'x X '•1 < E 'V < z \ I; \ 32a s ter' of^Ar’ts A x. " y / ■ X^^rsaTi. / In the College of*Eduoa tion of the t&iiversity of Arizona 1931 TABLE OF CONTENTS I age LIST OF TABLES... • • iv Chapter I. INTRODUCTION..............................................................................................1 The Family.................................... 1 Ita r e la tio n to the problem of th is t h e s is ................1 The s o c ia l importance of the f a m i l y . ...................2 last status of the fa m ily ............. ....................... • 3 Present status of the family ............................................... 4 The Family of t e Future..........................*6 Its purpose................................................................................... 6 S o cia l fo rces co n trib u tin g to th is purpose........... 7 Other factors contributing to the purpose of the family of the future.•••••••••............••........9 The social basis of the coming fam ily..... ............1 0 The Family and the S c h o o l . ...........................................12 The function of the sch ool....... ......................... 1 2 Social changes that dei. and the attention of the sch o o l........................ ......... ..... .........1 3 The objectives of education....... ................................13 The attainment of home ideals ................................. 1 4 Value of the mating instinct ...................................... ...1 5 R elation of the school to the ho e . ..............................17 I I . THE NATURE OF CHARACTER..................................................................19 An Experimental Study of C haracter............................. .19 Origin of the e x p e r i m e n t . ...........................19 Scope and method of the in v e s t ig a t io n .......................21 Results of the study.... ............... 22 Implications of the data of the stud y..... ..............23 Principles deduced from the study to be used for guidance in character development............2 7 I I I . BUILD IMG A FUNCTIONING SOCIAL ILEAL 01 DEVELOPING CHAR ACT!.!...................................................................................................31 Character Building. ............. 31 The process......................................3 1 The materials........................ 3 1 The School’s Equipment for Developing Character.•..33 Subjects ,f the curriculum ............... .33 The teaching staff ............. ..3 7 Extracurricular activities. ................ .. .38 A character code... 39 Extraschecl educative agencies...................5 8 Associate social institutions.........................• • • • • • • • 6 0 Technique of Building a Functioning Social Ideal...62 Stages in the process of construction....................... 62 Principles underlying the building of a func­ tio n in g s o c ia l i d e a l . ................... 6 5 Methods of teaching ideals...................................... 6 6 Creating desire for traits or teaching ideals....69 Consistent behavior.............. ..................................................7 Summary. • • • ................................ ............... 7 5 82725 i l l Chapter Pag® IV. LOG AT 1027, XXTB'riT, AMD MATURE OF PARLIITHOOD EBUCA- ' . TIOM PROVIBED BY TIE• SCHOOL AT PRESEHT. .7 8 In the General Curriculum.....................7 8 Suggested plan... .................... .........7 8 Basic principles and goal............................................. 7 9 Content..........................................8 1 In the Home Economics Curriculum...................8 5 Courses in public schools**..*...........•« ......8 5 Wisconsin*s state wide child care program........8 5 Courses in higher institutions..................,8 7 In the H ealth Curriculum ............... ..9 1 Sex instruction............................................................... 9 1 Method of introducing sex education into the. schools..•.••...........•....................9 3 Avenues of approach to sex education......♦....•.95 Content of a course in sex education............9 6 Conclusions and Recommendations...................1 0 4 MISCELLANEOUS The Children’s Morality Code.............• •. ......4 6 A High School Morality Code...............,......,5 2 The Code of Successful Workers.....................5 6 Home Rating Scale for Study of Homes..............1 1 2 BIBLIOGRAPHY....................... ............... ................................. .........................120 i v LIST OP T/iBLBS Table Page I. Reasons Given for the Instability of the Family....5 11. Bible Beading in the Public Schools................................. 42 III. Provision for Character Training in Some of the S t a t e s .................................... 43 IV. P o s itiv e and N egative Powers of L ife ........................... 4 4 V. The Progressive Movement of School A ctivities in the Direction of Preparation for Parenthood........8 3 VI. Problems and Projects to Enrich a Course of Study in Preparation f or Parenthood.............. 84 V II. A Home Economics Course in Worthy Home Membership for Public Schools.................................9 0 VIII. Subject Matter Suitable for Sex Instruct!on.......1 0 3 RESPONSIBILITY. OP TIE HOME ABD THE SCHOOL. FOE DEVELOPING CGREECT H025i IDEALS CHAPTER I INTRODUCTION The Family Its Relation To The Problem Of This The­ sis.-T he apparent disintegration, of the twentieth century family is causing sociologists and educators much concern# It is possible that the family is not disintegrating but merely exhibiting the disorder and weak organisation,that characterise any, social institution on the eve of change and reorganisation. If the family la facing reorganisation, which of the two social institutions most directly responsi* ble for it-the home and the school- is to take the.lead in directing this reorganization? Reorganization of the family must be based upon correct home ideals, and responsibility for their development must be placed. The problem of this thesis is to determine specifically the amount of responsibility the home and the school each.should have in developing correct home ideals, and its purpose is to find specific answers to these 2 three questions: 1. Has the school any responsibility for developing the ideals of respect for and obedience to parents? 2m Is the school's responsibility for developing these ideals less than, equal to, or greater than that of the home? 3. Does the combined responsibility of the home and the school for developing the ideals of respect for and obedience to parents represent the total responsibil­ ity for developing these ideals? Specific answers to these three questions w ill constitute a solution of the problem of this thesis. Since it is for the family that correct home ideals w ill be developed, and through the family that they will be established, the first chapter of this thesis w ill be devoted to a discussion of the family-its social im­ portance, its past, present, and possible future status, and its relation to the school. : The Social Importance Of The Family.-In addition.to replenishing and perpetuating the race, the fami­ ly fosters and advances civilization. Its needs develop in­ dustry, perfect governments, and establish homes, schools, and churches. Through its heme contacts and influences indi­ viduals are fitted to enjoy social privileges and to assume social duties. "The rights of property and. person are learned and practiced in the family. Self restraint, obedience, and service are taught, and each member knows by experience his relations to others and recognizes duties to be fulfilled and rights to be enjoyed. In the family re­ ligion, morality, and general culture make 3 their earliest and most lasting impressions.*! The social ideals of love, justice, and freedom have their source in the family. The family is also the preserver and bearer of social tradition, knowledge, val­ ues, and ideals handed down from the past; and of social cus­ tom-sanctioned habits of behavior-because it furnishes the environment where children learn their language and with it the fundamental knowledge, beliefs, and standards of c iv ili­ z a tio n . Inasmuch as the clenonts of the larger social life occur in the family, it becomes a means of train­ ing in s o c ia l order and i s *a constant center from which issue influences, tending at once to stimulate and to perpetu­ ate social order. * 2 The family controls the birth and rearing of children and furnishes the stimulus tlirough the presence of other persons for the development of those ultimate habits, feelings, ideas, and standards which make for social solidarity. Past Status Of The 'Family.- * Histori­ cally, except for very early times, the fami­ ly was much more important as a social
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